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Teacher agency in a multiyear professional development collaborative

Teacher agency in a multiyear professional development collaborative This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners.Design/methodology/approachA longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices.FindingsChanges in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully.Practical implicationsThis collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners.Originality/valuePD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png English Teaching Practice & Critique Emerald Publishing

Teacher agency in a multiyear professional development collaborative

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References (31)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1175-8708
DOI
10.1108/etpc-11-2018-0099
Publisher site
See Article on Publisher Site

Abstract

This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners.Design/methodology/approachA longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices.FindingsChanges in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully.Practical implicationsThis collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners.Originality/valuePD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.

Journal

English Teaching Practice & Critique – Emerald Publishing

Published: Nov 22, 2019

Keywords: Professional development; Literacy; Discussion; Teacher agency; Multilingualism

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